Master of Science in Agronomy

Purpose

The purpose of the qualification is to produce Agronomists, who are able to practice in the crop production and related industries and contribute meaningfully to the knowledge of agronomy ensuring an increase in food security locally, nationally and internationally. The qualification serves to equip learners with the requisite advanced knowledge, competencies and skills in agronomy to make scholarly advances in the field in terms of practice and policy. The qualifying learner will have the competency to do independent scientific research, analysis and interpretation of scientific information, as well as to communicate, promote and advance agriculture specifically crop production, in both the private and public sectors. These competencies are crucial for agricultural development.

Rationale

The world's population is expected to double by 2050. This will result in an increased demand for food. In order to ensure that the country meets the demand for food production, especially for agronomy and crop production, sustainable agronomy practices will be required with an understanding of their impact on the environment. This requires the expertise of scientists that are able to work with various stakeholders in the sector to improve the production and quality of food sources. Agronomy Agricultural Scientists will be in demand to improve the production of crops, in order to enhance the amount of food as well as crop products such as oils and cotton and environmental sustainability.

As depicted in the National Development Plan 2030, development in the agricultural sector, being one of the primary activities in the rural areas, has the potential to increase jobs for many within the rural communities and, by so doing, uplifting communities. In addition, public investment in new agricultural technologies and the development of resilient and environmentally sustainable strategies and support services for small-scale and rural farmers ensures the protection of rural livelihoods and the concurrent expansion of commercial agriculture, so that South Africa can remain a net exporter of agricultural produce. Qualifying learners will be equipped to enter into various sectors of the agronomy industry as research scientists, consultants and advisors in both the private and public domains.

Recognition of Prior Learning (RPL)

Based on the national transformation goals to redress past inequities in training and education Recognition of Prior Learning will be considered for access to those applicants without the required formal recognised qualification or specialisation. In this way access to higher education is promoted.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Science in Agriculture in Plant Production, Level 8.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 9 totalling 192 Credits.

Compulsory Modules, 176 Credits

• Applied Plant Physiology, 16 Credits.
• Field Crop Production Techniques, 16 Credits.
• Crop Ecology, 16 Credits.
• Special Topics in Plant Sciences, 16 Credits.
• Experimental Design and Analysis, 16 Credits.
• Mini-Dissertation (Agronomy), 96 Credits.

Elective Modules, 16 Credits (Select one module)

• Water Relations and Mineral Nutrition, 16 Credits.
• Applied Weed Science, 16 Credits.
• Integrated Pest Management, 16 Credits.

1. Apply knowledge of agricultural production theories and practices.
2. Research the literature and other available resources to gain a better insight in various agronomy topics at hand.
3. Make decisions on ethical values and practices within the agronomy field of specialisation.
4. Communicate effectively regarding topics in the agronomy field of specialisation.
5. Make an informed decision on the types of methods and techniques available to execute, analyse and report on a research topic within their field of specialisation within agronomy disciplinary area.
6. Compose a structured, well-articulated scientific dissertation, showing analytical thinking through the synthesis of information from relevant sources, applying them to real problems and posing acceptable conclusions and suggestions.

Associated Assessment Criteria for Exit Level Outcome 1

• Disciplinary expertise is reflected in the correct use of the terminology, concepts, principles and theories in written and/or oral communication within a particular discipline of agronomy.
• Critical appraisal of the relationship among concepts and principles of the specialised disciplines is demonstrated.
• Knowledge is applied to propose solutions to complex practical problems (both concrete and abstract).

Associated Assessment Criteria for Exit Level Outcome 2

• Relevant and various information primary and secondary sources related to the core discipline are accessed.
• The central theme(s) of the essay are identified.
• The competing arguments are extracted and explained.
• Explicit recognition of the diversity, complexity and multi-dimensionality of a context and how that affects the particular work being undertaken is reflected upon.
• Relevant information pertaining to the strengths, weaknesses and opportunities related to addressing specific problems in an agricultural context are demonstrated.
• Relevant role players and resources that will contribute to resolution of specific problems are identified.
• Critical factors and knowledge gaps that impact on practical problems to be investigated from the perspective of the discipline are identified.

Associated Assessment Criteria for Exit Level Outcome 3

• The ethical implications of various kinds of research are known, acted on accordingly.
• All ethical clearances (where required), permits and agreements are obtained from the Institution and from any other entity that is necessary before research is carried out.
• All aspects of a problem have been considered so that the resolution has the least negative impact on society and the environment.
• Responsibility is taken for all decisions made and own actions within the norms of the law, society and the environment are defended.

Associated Assessment Criteria for Exit Level Outcome 4

• Reasoning skills include the ability to express own opinions clearly and coherently, and to justify a position and present it logically, systematically using properly substantiated arguments.
• Communication shows an awareness of audience, and useof different modes of communication (oral and written) and discipline-specific conventions and utilisation of different techniques and strategies for communicating results.
• Communicate is clear using scholarly discourse and discipline-specific conventions.

Associated Assessment Criteria for Exit Level Outcome 5

• Standard procedures within the specific agricultural discipline, such as experimental or computational techniques, or deductive or inductive reasoning are applied.
• Appropriate data truthfully and in the appropriate format is collected and recorded.
• Results are analysed and interpreted appropriately, reaching valid conclusions.
• Analyses, interpretations and conclusions are argued persuasively.

Associated Assessment Criteria for Exit Level Outcome 6

• The dissertation is structured to show understanding of the question and to indicate the direction of the answer through laying out the subsections of the dissertation and their linkages with the overall theme.
• The context in which its basic concepts and assumptions of the research topic are to be evaluated are clearly stated.
• The subject matter is debated by developing logically coherent arguments as well as citing and discussing illustrative examples.
• The conclusion is consistent with the arguments raised in the dissertation and possible outcomes of alternative initiatives at addressing the subject matter are suggested.
• The dissertation is presented according to appropriate and/or recommended structure, word processing and referencing protocols.

Integrated Assessment

Learning and assessment are integrated throughout this qualification.

Continuous formative feedback is provided to learners on their progress towards the achievement of specific learning outcomes, particularly in their project proposal and through interactions such as seminar presentations, discussions and supervision.

Summative assessment is concerned with the judgement of the learning in relation to the Exit Level Outcomes of the qualification. Such judgement includes integrated assessment, which assesses the student's ability to integrate the larger body of knowledge, competencies and attitudes that are represented by the Exit Level Outcomes of the qualification. Evaluation of learner performance to demonstrate applied competence and criterion-referenced assessment, which is clearly explained to and understood by the learners.